Gibbs Learning Model : Assignment

REFLECTION

Table of Contents
INTRODUCTION...........................................................................................................................3
MAIN BODY ..................................................................................................................................3
CONCLUSION................................................................................................................................5
REFERENCES................................................................................................................................6

INTRODUCTION
In order to define reflection in academic learning development, Gibbs learning model
plays an important role. It defines various stages which has to be followed in the process of
reflection. In addition to this, report also defines the strengths and weaknesses or steps which are
required to be improve.
MAIN BODY
In order to define reflection in academic learning development, First it is necessary to
understand what is reflective? It is context which consider the meaning and implications of an
action and experience. It is the response to experience and new information which I gain from
this academic course. In addition to this, it is the way of exploring our learning knowledge and
skills. The main aim of reflective activity is to learn about ourselves and about the tools which
enable us to move forward. It is an ongoing process not an occasional activity. It is similar to the
academic writing as it also requires the research and development, include the critical analysis
procedure in our assessment (Beauchemin, Gibbs and Granello, 2018).
Before go into academic preparation course, several steps must be followed as in step
one, explain the story of your experience and knowledge in detail as you can. In which I
described my experience. In step second, try to find out the main themes of the course as I
expolre different themes regarding to the course and plans. In next step, consider all the
components that might impact your behaviour considering feelings, and values as well. In step
four, connect your thoughts to the experience and knowledge in previous (Nevgi and Löfström,
2015).
In the process of academic learning development, Gibbs model of reflection plays an
important role. It has different steps in its cycle which must be followed under reflection. Critical
thinking and reflection are the core factor in this process. Reflection is necessary to learn from
our knowledge and experience. It considers reactions, feelings in more depth and explore these
factors as well. It also helps in find out the gaps in our knowledge and self awareness (Gibbs,
Anthony and Charters, 2015). There are various kinds of reflection on the Academic Preparation
course as diary, log book, assignment and work journal. It also provides different advantages and
welfares as this process permit exploring the approaches' of reflection.

Description:
In the first stage of Gibbs reflective cycle, description phase is described. By this phase I
gathered detailed analysis of the conditions or situations. In description phase only events are
described, it does not give any kind of conclusion. It is of utmost important that necessary and
crucial points should not be missed and they should not draw any kind of conclusion on the basis
of given situation or event (Hamilton, 2015).
Feeling:
The second phase of Gibbs reflective cycle is feeling phase. It describes the feelings
which felt by me in the process of academic course which acts as driving force for the
occurrence of event. It also analyses the feelings which stimulate during the activity or situation.
The purpose of this stage is just to create awareness rather to evaluate the feelings. The feeling
phase describes what were the feelings after the triggering of event, and when situation is
reviewed again, how feelings changes after the event and during the occurrence of event.
Evaluation: It evaluates the contribution and experience level of mine during the process. It also
assesses which approach work well or which one not. From this, I evaluate my strengths and
weaknesses during this academic course as:
 Strengths
From the reflection I have understood the new way of approaching and carious
perspectives permit me to explore my knowledge and skills in different ways. I know feel more
confident to present my opinion and views and able to articulating my feelings. It enhances my
personal ability and I become more active and feel freedom to learn something new.
 Weaknesses
Reflection is not a simple process, Person has to face different problems as unsure of
writing style, not capable to adopting the strengths and weaknesses, not interested or may not be
suitable language.
Analysis: This phase also gives an opportunity to analyse the situation from different
perspectives. It involves analysis such as origin of event, when and where did occurrence of
event took place, what were the driving forces behind the event and what were the results and
who were the associated stakeholders involved in it

Conclusion: It identifies the positive and negative experience of the event or activity lead. The
data and information which collected earlies are very essential in this stage to conclude the
outcome (Schulte and Walker-Gibbs, 2016).
Action plan: In this step, Actions and plans are developed for activities and future situations
which helps in to learn more things and it also increases the level of experience and knowledge.
This is the last but not least step of Gibbs cycle.
CONCLUSION
From the above report, it can be concluded that reflection on the academic learning
development is very important to analyse. Furthermore, it also includes the steps to address the
strengths and weaknesses.

REFERENCES
Books and Journals
Beauchemin, J., Gibbs, T. and Granello, P., 2018. Wellness Promotion Courses in University
Settings: A Review of the Outcome Research. Building Healthy Academic Communities
Journal. 2(1). pp.36-49.
Nevgi, A. and Löfström, E., 2015. The development of academics’ teacher identity: Enhancing
reflection and task perception through a university teacher development programme.
Studies in educational evaluation. 46. pp.53-60.
Gibbs, S.F., Anthony, P. and Charters, S., 2015. Reflection on teaching it for non-computing
students.
Hamilton, L., 2015. Embedding information literacy into the prehospital care curriculum.
Australasian Journal of Paramedicine. 6(1).
Schulte, A.K. and Walker-Gibbs, B. eds., 2016. Self-studies in Rural Teacher Education.
Springer International Publishing.